Teacher inservice education coordinators working with approximately 130 school districts were asked to report on their use of, and to rate the effectiveness of, 11 planning practices. The study's purpose was to determine if the emphasis in the literature of the past decade on collaborative planning and needs assessments beyond a teacher survey appears to have influenced their receptivity to, or use of, these particular practices. It was hypothesized that the coordinators would express an interest in investigating additional collaborative planning efforts for the region, and would report a low present use but high effectiveness rating for competency-related needs assessment strategies. In general the survey responses confirmed these hypotheses, and indicated that the emphasis on collaborative planning among educational organizations and on more diversified needs assessment approaches has yet to make a significant impact on teacher inservice planning practices. (Author/JD)